About this poster

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Panel information
Panel 3. Schooling and Education

Abstract

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Dual language learners (DLLs) comprise a third of preschool-aged children in the U.S. (MPI Data Hub, 2020), yet most early childhood programs and policies are designed primarily for monolingual children. DLLs are often categorized as a homogenous subgroup and compared to monolingual children, with little consideration of the diverse learning needs within the DLL population. According to the integrative model of child development, developmental competencies among children of color such as DLLs are complex and intertwined (García Coll et al., 1996). Indeed, DLLs vary in the extent to which they are exposed to Spanish or English in the home and at school (Garcia, 2018; Hoff et al., 2012), which can lead to differing language trajectories in Spanish and English (Goodrich & Lonigan, 2018; Halle et al., 2012). Thus, nuanced indicators of DLLs language skills are needed to guide understanding of how to support DLLs’ early language development. The present study aims to provide actionable insights about (1) within-group variation in DLLs’ bilingual strengths and growth; and (2) how classroom quality relates to bilingual growth.

We first identified bilingual groups (i.e., latent profiles) to consider vocabulary skills in each language simultaneously and as such, understand a more nuanced picture of DLLs’ language skills as developing bilinguals. Data are drawn from the nationally representative Head Start Family and Child Experiences Survey 2014. Because of our focus on bilingual skills, our sample was limited to children who had vocabulary assessments in both English and their home language – specifically, DLLs whose primary home language was Spanish. Latent profile analyses (LPA) were conducted on DLLs’ English receptive (Peabody Picture Vocabulary Test; Dunn et al., 2006), Spanish receptive (Receptive One-Word Vocabulary Test; Martin & Brownell, 2012), and Spanish-English bilingual expressive (Expressive One-Word Picture Vocabulary Test – Spanish Bilingual Edition; Brownell, 2001) vocabulary in the fall (N=441) and spring (N=433). Class enumeration was used to identify the profile solution with the best fit. Next steps include conducting latent transition analysis (LTA) to understand how DLLs transition between profiles from fall to spring. We will then predict transitions from classroom quality as measured by the Classroom Assessment Scoring System (Pianta et al., 2007), including instructional support, emotional support, and classroom organization, to understand how DLLs’ classrooms experiences relate to bilingual development.

The LPA resulted in a 4-profile solution for both the fall and spring (see Figures 1-2). The largest profile was the Average-Low English profile, which contained nearly half the sample in both fall (49%) and spring (47%). The Strong Bilingual profile was relatively consistent in size (6.9% to 8.2%), but the Developing Language profile and the Average-High English profiles were different between the fall and spring: the Developing Language profile was larger in the fall and the Average-High English was larger in the spring. Next steps include conducting LTA to examine how children transition between profiles and predict transitions from classroom quality.

The present study is the first to test associations between the CLASS – a measure of classroom quality commonly-used in early childhood accountability and coaching – and DLLs’ bilingual vocabulary skills using a person-centered approach. Results will provide insights into the diverse vocabulary skills of DLLs at the start and end of preschool and broaden the field’s understanding of quality by examining how classroom quality relates to DLLs’ bilingual vocabulary development. Given the intersection of linguistic discrimination and racism (Rosa & Flores, 2017), situating explorations of classroom quality in a nuanced understanding of DLLs bilingual skills is essential to incorporating equity into classroom quality research and supporting anti-racist quality improvement initiatives in early childhood education.

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